As for natural reinforcers, NMDARs are required for the reconsolidation of all aspects of pavlovian drug memories, but βARs are only required for the memory representation underlying conditioned reinforcement. These results indicate the potential utility of treatments based upon disrupting cue-drug memory reconsolidation in preventing relapse.

Many varieties of working memory have been linked to fluid intelligence. In Duncan et al. (Journal of Experimental Psychology:General 137:131–148, 2008), we described limited working memory for new task rules: When rules are complex, some may fail in their control of behavior, though they are often still available for explicit recall. Unlike other kinds of working memory, load is determined in this case not by real-time performance demands, but by the total complexity of the task instructions. Here, we show that the correlation with fluid intelligence is stronger for this aspect of working memory than for several other, more traditional varieties—including simple and complex spans and a test of visual short-term memory. Any task, we propose, requires construction of a mental control program that aids in segregating and assembling multiple task parts and their controlling rules. Fluid intelligence is linked closely to the efficiency of constructing such programs, especially when behavior is complex and novel.

The main part of acne treatment uses the topical route. More than 50% of acne patients belong to the group presenting with acne comedonica and papulopustulosa. Whenever small nodes or scarring occur, systemic comedication is indicated, however. Topical treatment affects at least three of the four main pathogenetic factors responsible for the development of acne, i.e. hyperseborrhea, hyperkeratosis, microbial colonization and inflammation. The agents currently available influence at least one of these factors but often have additional properties. Those which act in a comedolytic and anticomedogenic manner are the retinoids tretinoin, isotretinoin, adapalene and tazarotene and azelaic acid as well, some of the retinoids having additional anti-inflammatory potency. Azelaic acid has strong antibacterial potency without inducing bacterial resistance similar to benzoyl peroxide. Unfortunately, bacterial resistances are beginning to emerge as a significant problem. Propionibacterium acnes resistance to the commonly used erythromycin can also be transferred to clindamycin, whereas no resistance has been reported to nadifloxacin so far. Today, more and more evidence comes up that topical antiandrogenic agents will soon be available to treat the important factor seborrhea, because patients with marked hyperseborrhea frequently relapse. Finally, liposome encapsulation of agents including phospholipids can enhance penetration and efficacy but, particularly with regard to retinoids, can lead to higher absorption and adverse drug reactions.

Alcohol addiction is a problem of great societal concern, for which there is scope to improve current treatments. One potential new treatment for alcohol addiction is based on disrupting the reconsolidation of the maladaptive Pavlovian memories that can precipitate relapse to drug-seeking behavior. In alcohol self-administering rats, we investigated the effects of bidirectionally modulating adrenergic signaling on the strength of a Pavlovian cue-alcohol memory, using a behavioral procedure that isolates the specific contribution of one maladaptive Pavlovian memory to relapse, the acquisition of a new alcohol-seeking response for an alcohol-associated conditioned reinforcer. The β-adrenergic receptor antagonist propranolol, administered in conjunction with memory reactivation, persistently disrupted the memory that underlies the capacity of a previously alcohol-associated cue to act as a conditioned reinforcer. By contrast, enhancement of adrenergic signaling by administration of the adrenergic prodrug dipivefrin at reactivation increased the strength of the cue-alcohol memory and potentiated alcohol seeking. These data demonstrate the importance of adrenergic signaling in alcohol-associated memory reconsolidation, and suggest a pharmacological target for treatments aiming to prevent relapse through the disruption of maladaptive memories.

Background Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents’ evaluations needed per anesthesiology faculty to use the instruments reliably. Methods Two SETQ Smart questionnaires—for faculty self-evaluation and for resident evaluation of faculty—were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents’ evaluations needed per faculty. Results In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α’s were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. Conclusions The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.